Launching Self-Directed Learners

Bena Kallick August 31,2011

ESSENTIAL QUESTIONS:

What are the characteristics of effective, creative problem solvers?

How might educators create school and classroom

conditions to learn, practice, assess and report students' growth toward internalizing these habits?

How are the Habits of Mind central to a 21st century curriculum?

How might we map the habits as they evolve for students across time?

AGENDA

Introductions and Overview of Workshop--Discovering and Exploring Habits of Mind

Focus on Students--their dispositions of learning

Habits of Mind: Their place in curriculum mapping

Activating and Engaging Habits of Mind

In what ways does this remind you of the students you teach?

In what ways does it remind you of your organization?

WHAT IS IT ABOUT YOUR STUDENTS THAT MAKES YOU THINK THEY NEED TO LEARN

HOW TO THINK?

What do you see them doing? What do you hear them saying?

How are they feeling? How would you like them to be?

HOW WE WOULD LIKE THEM TO BE

HABITS OF MINDDiscussion

READ AND DEFINE IT IN YOUR OWN WORDS

GIVE EXAMPLES: WHAT DO YOU HEAR PEOPLE SAYING OR SEE THEM DOING AS THEY USE THE HABIT OF MIND?

DESCRIBE SITUATIONS WHEN IT IS IMPORTANT TO USE THE HABIT OF MIND

POSE QUESTIONS INTENDED TO ELICIT THE HABIT OF MIND IN OTHERS

ON A CHART:

TITLE CREATE A SIMILE: “…. (name the

habit of mind) IS LIKE A…..…. BECAUSE…….”

CREATE A LOGO OR SYMBOL FOR THE HABIT OF MIND

COMPOSE A BRIEF STATEMENT OR SLOGAN THAT SUMMARIZES THE HABIT OF MIND

COMPARE YOUR LIST OF ATTRIBUTES:

“HOW WOULD YOU LIKE THEM TO

BE?”

WITH THE LIST OF HABITS OF MIND.FIND SIMILARITIES

SHARING THE VISION

WHY HABITS OF MIND?

TRANSDISCIPLINARYAS GOOD FOR ADULTS AS THEY ARE

FOR STUDENTS

FOCUSED ON LONG RANGE, ENDURING, ESSENTIAL LEARNINGS

EMPOWERS 21ST CENTURY SKILLS

THINK - PAIR - SHARE

In what ways do the habits of mind empower the 21st century skills?

How many days does it take to break a habit?

“HABIT IS A CABLE; WE WEAVE IT EACH DAY, AND AT LAST WE CANNOT BREAK IT.”

CURRICULUM MIND SHIFTS

FROM: Not only

knowing right answers.

TO:

Also knowing how to behave when answers are not immediately apparent.

THINKING SKILLS

HABITS OF MIND

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

EFFECTIVE THINKING REQUIREMENTS:

CONTENT

THINKING SKILLS

UNDERSTANDING: WHAT DO WE MEAN?

“He understands me”.“She understands French”.

“Students understand the concept”.“She understands the laws of physics”.

“We have an agreement of understanding”.

“This is my understanding of the matter.”

THINK - PAIR - SHARE

What do you mean by “understanding”?

What would you see/hear students doing if they “understand?”

Add your own thoughts

EVIDENCE OF UNDERSTANDING:

CAN STUDENTS:EXPLAIN IT ACCURATELY?GIVE THEIR INTERPRETATION?TAKE ANOTHER’S PERSPECTIVE?EMPATHIZE?ASK FURTHER QUESTIONS?APPLY IT ELSEWHERE?

THINKING SKILLS

EFFECTIVE THINKING REQUIREMENTS:

Thinking About Thinking

Making Thinking Visible

Making Thinking Skills Visible

Making Habits of Mind Visible

Types of Thinking for Understanding

Observing Closely and Describing What’s There Building Explanations and Interpretations Reasoning With Evidence Making Connections Considering Different Viewpoints and Perspectives Capturing the Heart and Forming Conclusions Wondering and Asking Questions Uncovering Complexity and Going Below the Surface of Things

Richhart, Perkins, Tishman,PalmerMaking Thinking Visible

Making Thinking Skills Visible

Brainstorming with a Frame of ReferenceAnalyzingEvaluatingComparing and ContrastingMaking connections and analogiesOrganizing and sequencing

David Hyerle: Thinking Maps and Visual Tools

For Example Scientist

Making and testing hypotheses Observing closely Building explanations

Mathematician Looking for patterns Making conjectures Forming generalizations Constructing arguments

Reader Making interpretations Making connections Making predictions

Historians Considering different perspectives Reasoning with evidence Building explanations

The Three Story IntellectThere are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men.

Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own.

Three-story men idealize, imagine, predict--their best illumination comesfrom above, through the skylight.

Oliver Wendell Holmes

The Three Story Intellect

Complete Identify Observe

InputCount List Recite

Define Match Select

Describe Name Scan

The Three Story Intellect

Compare Distinguish Analyze

ProcessContrast Explain Synthesize

Classify Infer Make analogies

Sort Sequence Reason

Complete Identify Observe

InputCount List Recite

Define Match Select

Describe Name Scan

The Three Story Intellect

Evaluate Predict Hypothesize

Output

Generate Speculate Forecast

Imagine If/then Idealize

Judge Apply a principle

Compare Distinguish Analyze

ProcessContrast Explain Synthesize

Classify Infer Make analogies

Sort Sequence Reason

Complete Identify Observe

InputCount List Recite

Define Match Select

Describe Name Scan

LABELING THINKINGSKILLS AND PROCESSES: E.g.

"Let's look at these two charts”

"Let’s COMPARE these two charts.”

"What do you think will happen when…?”

"What do you PREDICT will happen when…?”

"Lets work this problem."

"Let's ANALYZE this problem.”

LABELING THINKINGSKILLS AND PROCESSES: E.g.

"How do you know that's true?”

"What EVIDENCE do you have to support..?”

"How else could you use this…?”

”In what situations might you APPLY this…?”

“Do you think that is the best alternative?

“As you EVALUATE these alternatives….”

LABELING THINKINGSKILLS AND PROCESSES: E.g.

"What do you think would happen if…”

"What do you SPECULATE might happen if…”

"What did you think of this situation?”

"What CONCLUSIONS might you draw ...

"How might you explain…?"

”How does your HYPOTHESIS explain…?

COGNITIVE TASKSTHAT DEMAND

SKILLFUL THINKING

LEARNING TASKS Engaging skillfully in a variety of authentic, rich activities that require strategic planning, creative approaches and the application of organized, multiple and complex thinking skills.

RICH TASKS REQUIRING SKILLFUL THINKING

S O LVI N G A PRO BLEM

M A KI N G A DECI S I O N

CREAT I N G S O MET HI N G N EW

CO N S T RUCT I N G MEAN I N G

"EX ECU T I VE PRO CES S ES "(M ET A CO GN I T I O N )

Process for Projects

Teaching for Tomorrow, McCain

Problem Definition

Project Overview Present the challenge; the problem to be

addressed

Specifications Necessary elements to project Do a K-W-L with students

Evaluation Criteria Rubric

TYPES OF PROBLEMS

GIVEN DATA--WHAT IS THE PROBLEM?GIVEN DATA--WHAT IS THE PATTERN

OR STORY?LIFE ROLE (YOU ARE AN ARCHITECT)THINKING BY ANALOGY--COMPARE

AND CONTRAST

Always keep in mind

Who is doing the real work? The students or the teacher?

Which habits of mind are you fostering in your design? Does the work lend itself to group and individual? What work should be done outside of the classroom

and what work should be done in the classroom? How will the students demonstrate what they have

learned? Beware too many whole class presentations. Are there any possibilities for people outside of the

classroom serving as mentors or judges?

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Design

Tasks Develop a flow chart or action plan Consider team interaction (wiki example) Podcast

Resources Needed

Learning Needed

Time Management Plan

Do

Checking in with students

Coaching

Monitoring according to rubric, definition of problem, and design specs

Process Skills to Monitor for

Time management

Project management

Research

Teamwork

Include in self-assessment along the way (formative assessment)

Debrief

Self assessment According to rubric Against the definition Against the design

Allowing a revision to improve the quality of the work

ANALYSIS OF LESSON

What math concepts were being learned in this lesson?

In which thinking skills were students engaging?

What was the nature of the task the students were performing?

Which habits of mind were students drawing upon?

NOT ANOTHERLAYER TO BEADDED TO ANALREADYOVERCROWDEDCURRICULUM….

HABITS OF MIND:

RATHER, HABITS OF MIND ARE WOVEN THROUGHOUTTHE CURRICULM AND THE SCHOOL.

LIKE A TAPESTRY---

Map a Unit

Essential Questions

What are a few questions that would engage inquiry for your students?

Content

As you consider your curriculum, what are the most significant ideas you want the students to engage with?

Skills

When you say “engage” what specific thinking skills do you want to activate for students?

HOM

What might be some habits of mind that you would like to emphasize as the students engage in the work?

Assessments

What assessments might provide evidence of the learning in terms of content, skills, and essential questions?

What assessments might show evidence of the development of habits of mind?

Paired

Verbal

Fluency

3. LISTENING WITH UNDERSTANDING AND EMPATHY

Understand others!

Devoting mental energies to understandingothers’ thoughts and feelings.

BUILDING CAPACITIES, EXTENDING VALUES and BUILDING COMMITMENT

EXAMPLE: Listening with Understanding and Empathy

•Pause

•Paraphrase

•Probe• Inquire• Clarify

LISTENING SEQUENCE:

Pausing:

Using wait-time before responding

to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.

WAIT TIME

“After having asked a question, the average teacher waits 1 second before either calling on a student, asking another question or answering the question him/herself.”

Rowe, M. B. "Wait Time and Rewards as Instructional Variables: Their Influence on Language, Logic and Fate Control. "Journal of Research, in Science Teaching 11, 2: 81‑84. (Spring 1974).

LEARNING TO WAIT

Gauging how long to wait - Watch the eyes! Count backward from 3.

Paraphrasing:

Lets others know that you are listening, that you understand or are trying to understand them and that you care.

Probing:

Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

Think Clearly!

Striving for accuratecommunication in writtenand oral form.

9. THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

GENERALIZATIONSDELETIONS

DISTORTIONS

DEEP STRUCTURE LANGUAGE

“SURFACE LANGUAGE”

Paying attention to self and others:

Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.

Speaker: Finish this sentence:

“AS I REFLECT ON THIS PAST SCHOOL YEAR, I AM MOST PROUD OF………”

Listener: Use the Pause, Paraphrase Probe sequence

? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

Speaker: Finish this sentence:

“AS I ANTICIPATE THIS NEXT SCHOOL YEAR, I’M MOST EXCITED ABOUT…….”

Listener: Use the Pause, Paraphrase Probe sequence

? WHAT VALUES ARE YOU EXPRESSING WHEN YOU LISTEN TO OTHERS SO INTENTLY?

PARAPHRASE WHAT

YOU’VE LEARNED ABOUT THE, IMPORTANCE,

EFFECTS AND MENTAL PROCESSES OF LISTENING

WITH UNDERSTANDING AND EMPATHY

As you reflect on the day’s events, what key ideas do you want to remember that you will take back to your community/school/classroom ?

JOURNAL REFLECTION